Executive functioning

What is executive function?

Executive function (EF) describes a group of mental processes which work together to help someone to plan, focus and shift attention, be aware of time, remember instructions and juggle multiple mental tasks successfully.

The role of executive function is similar to a conductor within an orchestra. The conductor manages, directs, organises, and integrates each member of the orchestra. They cue each musician, so they know when to begin to play, and how fast or slow, loud or soft to play, and when to stop playing. Without the conductor, the music would not flow as smoothly or sound as beautiful.

How psychology helps us to understand executive function:

An example of EF in daily life is when you are getting ready to leave the house on time: your EF processes help you to keep an eye on the time and organise what you need to put in your bag before you run out of the door to catch a bus.
Each of us has our own unique set of strengths and weaknesses in EF. The key is to know your strengths and your challenges and work with them.
There is not one single test that identifies EF but there are screeners and methods which can find out if a young person has needs in these areas.
To help children and young people who may experience EF differences, to complete activities, there are some helpful approaches: Explain the task and identify clear steps on how to achieve it; provide visual or verbal cues at first and reduce these over time; teach the child to think about how they’re doing on the task; try and teach a skill until they can do it easily without help.

Five fab facts about executive function

Many classrooms work by expecting children and young people to wait their turn, put up their hand, plan how to complete work and organise their things. These tasks all require EF.
Children with ADHD and/or Autism often, but not always, experience differences in their EF skills.
We are not born with fully developed EF skills but have the potential to develop them over our lifetime.
Some scientists believe that EF is critical to learning and that it is more useful for literacy and numeracy learning than IQ.
Using the same strategies at school and home can help to build strengths and develop ways to work around EF processes, e.g., organisation tools such as checklists, graphic organisers, task boards etc.

Top tips to help with executive function in class and at home:

Working memory

Use short instructions and keep information brief. Don’t overload the child with too much information at a time.
Use visual reminders and checklists e.g. use colours, cartoons with speech bubbles.
Encourage jottings or notes to reduce the load on their memory & use highlighters.
Give them extra time to process information and think about what they see or hear.

Organisation

Visual/itemised timetables/kit lists/routines; chronological ‘to do’ lists.
Homework diary management.
Checking in with an adult at the start/end of the day.
Timetabled personal organisation time.
Colour-coding / transparent pencil case etc.
Short, timed tasks using a sand-timer.

Monitoring and self-evaluation

Give clear tasks with progression built in.
Use of rating scales and solution-focussed questions e.g. “You rate yourself at 6/10 – that’s great! What’s keeping you there? What do you think you can do to get to a 7/10?”
Traffic light system, smiley face symbols.

Planning to do a task

Learning common routines. “What do you need to do this task?” “What are the steps (beginning, middle, end)?” What does ‘finished’ look like?”
Work with an adult or peer to help them with the first part of a task.

Thinking and focussing

Set up situations where the child can succeed, by starting with tasks that are easy for them.
Introduce small ‘thinking’ tasks within the bigger task (e.g. “Let’s stop and think about what kind of picture you’re going to draw”).
Gradually extend the length of tasks.
Use simple verbal or non-verbal reminders, possibly a code word to remind them to focus.

Shift and cognitive flexibility

Use visual timetables. Give verbal/visual notice of upcoming changes in tasks or routines.
Consistent routines for beginnings and endings.• Treat transitions as a separate activity; one to prepare and plan for, e.g. spend time talking about changing from one activity to another.

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